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Lesson Planning Year 2, SEM 1

Date: Day: 21st Month: Oct Year: 2018 Name of Noor AlSuwaidi / H00370271
Student:
Time: from: 11:00am length of class: Name of AlQarayen Kindergarten
to: 11:55am 55 minutes School:
Name of Tr. Layla Grade: KG2/5 No. Ss: 29
MST:
Name of book: Unit: page(s)
Details about the book that
“Where’s My English (telling a 20
the MST uses:
Teddy?” story)

PURPOSE – Why am I teaching this lesson? What do I want the students to know/to be able to do by the end of the
lesson that they could not do before?

OBJECTIVES

Students will be able to ….

 Understand the story


 List the things which were in the story
 Develop their listening skills
 Solve the worksheets
 Recognize the characters

LANGUAGE – What is the language I hope to teach? Specifically – what do I want the students to be able to say or write
or read or listen to? Is it new language, or am I revising something I or my MST has already presented and practiced, or
is it a mixture?

- The students will sit around the teacher to listen to her telling the story.
- The teacher will read a new story “Where’s My Teddy?” to the students, while most of the students
doesn’t understand the English language, the teacher will read it in English language first then I’ll
translate it to them in Arabic language, page by page.
- My aim is to teach the students English language. I’ll read for the students a story in English
language to develop the language for them, although most of the students do not understand
English, I’ll keep translating it for them in Arabic so they could understand the words in English
and learn new words.
- The students will learn to understand the story by listening and watching the pictures, and then
they’ll be able to tell what they saw and learned.
- I’ll read the story for the students with sound effects first and I’ll give the students several activities
on it at the end.
- The students will have to answer me with a full sentence for example: “yes I do understand”, “no I
don’t understand”.
- The students will ask me to re explain it when they don’t understand; the students will say: “may
you explain it again please?”
- If the students don’t know something they’ll ask the teacher: “what’s this miss?”

SKILLS – Which skill(s) am I teaching and what aspect of that / those skill(s) will I focus on?

- Develop their listening, memorising and speaking skills.


RESOURCES –– What resources do I need to create the context and provide practice so the students can do what they
need to do to develop? - Include realia, books, handouts, multimedia, songs, games, etc.

- “Where’s My Teddy?” book story


- The bear footprints and sound
- “Once Upon a Time” bag with real objects of the characters in the story
- Flashcards (memory cards game)
- Worksheets activities (maze, puzzle, circling)

ACTIVITIES – What activities can I design that use the resources and are appropriate in the context? Are my activities
authentic and purposeful?

1- While reading the story I’ll bring “Once Upon a Time” bag, inside it I’ll have the characters, to
make my story more interesting I’ll bring out a character out of the bag each time a new character
appears in the story.
2- Memory cards game, the students will play the memory cards game on the board.
3- There will be a “maze” worksheet and the students will look for the right way to take the boy to its
teddy bear.
4- There will be 4 pieces that makes a picture of a boy holding his teddy bear and the students will fix
the right pieces together to make the right picture and glue it on a white paper.
5- The worksheet has three parts which are characters, setting, and the weather in the story. Each
section will have several pictures in it and the students will be able to distinguish the things which
were in the story and circle them.
Activity Time Interaction Teacher (activity + exact instructions Student (what they do + language you Purpose / objective of the activity MCT comments
you intend to give) expect them to use)

Rules – reminder
T-S T tells the student to sit on the S will sit on the mat circle. To make it authentic
2
S-T mat.
Engage minutes
T elicits prior knowledge
To engage the students
(Starter/Opening) T will point at the footprints S will try to guess what To make them recognise the
on the floor and ask the animal has those footprints footprints of the bear
3 students which animal has
minutes those footprints?

T will play a sound of the bear S will guess what animal To make them recognise the
S-S loudly and ask the students makes this sound and will sound the bear makes
what animal makes this sound imitate it
then ask them to imitate it

T will show the students the To expand their imagination


book and ask them what do S will try to guess what the and knowledge
they see from the front book story is talking about
picture and what do they think
the story is about?

T will distribute a smiley and To express their feelings and


a sad face to each student and S will listen to the teacher understanding
before reading the story and giving instructions about the
will explain to them that if smiley and sad face to know
they don’t understand why and when to use them
something they should raise
the sad face up and if they
understand they should raise
the smiley face up.

Transition T-S T will ring the bell to attract S listen carefully To obey the teacher’s rules
2
(Strategy how to
the student’s attention and to S prepare for listening to the
minutes
announce that it’s time to story To check the understanding
move from one part
move from the carpet to the
of the lesson to the disks. To sit quietly and focus
other)

Building Knowledge T-S T will start reading the story S will sit down around the To attract their attention
S-T for the students with sound teacher and listen carefully
10
minutes
effects. while she’s reading the story To keep them focused

(Lesson To make it exciting


Proper/Teaching) T will read it in English, and I S will focus and get into the
translated it in Arabic page by story while the teacher is To improve their English and
page for them to understand reading it. help them in learning new
the story. I also focused on the words.
5 vocabulary words and asked S will repeat the vocabulary
minutes them to repeat the words words behind the teacher To scaffold students to
behind me. understand the story.

T will bring “Once Upon a


Time” bag, while reading the
story and inside it I’ll have the To attract their attention
characters of the story, to S will guess what’s in the box
make my story more To make my story more
interesting I’ll bring out a interesting and exciting.
character out of the bag each
time a new character appears
in the story.
T will ring the bell to attract S prepare for the other To obey the teacher’s rules
Transition T-S the students attention and to activity
2
minutes
announce that it’s time to To check the understanding
move to another activity S will listen to the instruction
To end the reading part and
move to the activities

To attract their attention and


T will finger clap S will finger clap as well make them look at her

To make them sit quietly and


T will sing “one by one” song S will sit quietly and fold for the teacher to choose them
their hands first

S-S T will display the cards on the S will sit politely and raise
7
Transformation board flipped upside down for their hands to play in turns. To make them focus,
minutes
(Doing the the memory cards game. concentrate and memorise the
S when the teacher will cards
activities)
choose a student, the student
will go to the board and flip
two cards, if they’re alike
he/she will keep the cards
5 flipped, if they’re not they’ll
minutes flip the cards back to allow
their friends to play again.

T will explain to the students S will solve the worksheet by To make them think which
T-S making a line in the right way one is the right path and
that they should solve the
maze worksheet by taking the to take the boy “Freddy” to match the boy to its teddy
boy “Freddy” to its teddy bear its teddy bear bear
7
minutes
T will explain to the students S will fix the right pieces of To make sure the student
that they’ll have 4 pieces the picture together first, then understand that the boy is
puzzle of a boy holding his they’ll glue it on a white looking for its bear
teddy bear and they have to paper and colour the picture
fix the picture and glue it on a To practice more
white paper then they may independently
colour it
S will circle the things which To share the things they’ll use
were in the story only. If the such as colours and glue
T will explain to the students students don’t know what’s in
5 that they’ll have a worksheet the picture they’ll ask the To check the understanding
minutes with three parts which are teacher: “what’s this miss?”
characters, setting and the To make sure they can be
weather in the story. Each independent in solving the
section will have several worksheet by their own
pictures in it and the students
will circle the things which To make sure that the students
were in the story. are able to identify the things
which were in the story

To identify the characters in


the story

Transition T-S T will ring the bell to attract S will tidy up and clean the To obey the teacher’s rules
the student’s attention and to classroom for the closure.
2
minutes
announce that it’s time to take To check the understanding
the stuff and tidy up and clean
the classroom. To know that the activities
time is over and it’s time to sit
back on the mat politely

T will switch on and off the S will know that activity time
lights is over
To attract their attention and
T will play the “clean up” S will start cleaning up, and notifies them that activity
song finish before the song finishes time is over

T will count down from 10 to S will sit on the mat quietly To make the students starts
1 for the students to get back before the teacher finishes cleaning up
and sit on the mat quietly counting down
To make the students return to
the mat and sit quietly

Reflection T-S T will show the students S will sit quietly and look at To check the understanding
5
flashcards of the characters in the flashcards, they’ll raise
minutes
S-S the story and will ask the their hand to answer the
Wrap Up students to say what do they teacher of what do they see
(Closing) see and say anything about the and say what do they To wrap up the lesson and
character in the story remember about the character exit quietly
in the story

S-S T will ask the students if they S will raise the smiley face up
understood the story and if they understand and the sad To express their feelings and
whether they like it or not face if they don’t, then they’ll understanding and for the
raise the smiley face if they teacher to know how they feel
liked the story and a sad face
if they didn’t like it.